Guro Ako - Teacher Talks



WEEK 1ObjectivesExpressive ObjectiveObserve politeness at all timesShow kindness to everyoneInstructional ObjectivesListening Comprehension:Note significant detailsOral Language:Use appropriate facial expressionsVocabulary Development:Infer the meaning of unfamiliar compound words based on given context clues, synonyms and antonymsOral Reading Fluency:Self-correct when readingGrammar:Compose clear and coherent sentences using appropriate grammatical structures (aspects of verbs)Writing/ Composition:Plan a two to three-paragraph composition using an outline/ other graphic organizersViewing:Describe different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or setup)Attitude:Observe politeness at all timesSubject MatterTopicsLiteratureThe Sly Fox Context Clues (Synonyms and Antonyms)Aspects of verbsWriting Three-paragraph composition using an outline/graphic organizersForms and Conventions of Films and Moving PicturesMaterialsSelectionsPictures (fox and wolf)Film (any inspirational short film)Picture words forming compound wordsOutline/graphic organizerProcedureDay 1ObjectivesNote significant details of the selection listened to.Observe politeness at all times.Show kindness to everyone.Use appropriate facial expressions in delivering some lines of the characters of the selection listened to.Subject MatterTopic: Noting significant details of the selection listened toUse appropriate facial expressionsReferences:EN5LC- Ia- 2.1The Sly Fox -Developing Reading Power 5 p. 43-45Materials:selections, pictures, laptopProcedureSetting the StageShow pictures of fox and wolfAsk: Are these animals the same? What can you say about the fox? How about the wolf? If you are going to choose between the two, who will you want to be? Why?Explaining the Students What to DoSay: Today, we are going to read a story and learn to use appropriate facial expressions in delivering the lines of the characters. You will be learning to answer questions based on the noted significant details of the selection you listened to.Set the standards in listening to a story.Modeling for StudentsLet the pupils arrange the jumbled letters to identify the word used in the story being defined.a.growing thickly ------- h s y u bb.soft hair of certain animals ------ u f rc.projecting part of the face including the mouth and nose--- z l e z m ud.having a full rounded shape ------ u m l p pe.tricky or wise----- y s lHave the pupils listen to the story “The Sly Fox”. While reading, the teacher emphasizes appropriate facial expressions for the lines of the characters of the story. Instruct the pupils to observe how the appropriate facial expressions are used in delivering the lines of the story. Then, pupils will be answering the questions.“The Sly Fox”The fox is a wild animal that looks like a dog. It has a pointed nose and ears , a bushy tail and thick fur. The fox is said to be a very clever animal in fooling others. The wolf is a wild animal that looks like a dog too. It has thick fur and pointed muzzle. Wolves and foxes hunt other animals. Sometimes, they end up hunting each other.One night, a fox met a wolf in the forest. The wolf was very hungry and in a terrible mood. So the wolf said to the fox.“Don’t move! I’m going to eat you this minute.”As he spoke, the wolf backed the fox up against a tree. The fox realized she could not run away.“I have to use my wits instead of my legs,” she said to herself.“I could have been a good dinner for you last year. I was then very fat and plump. But I had three babies then. Now I’m slim and not delicious.”“I don’t care if you are plump or not. I don’t care how many babies you have. I’m going to eat you right now!”The wolf began closing in on the fox.“Stop!, the fox shouted. “ Look how skinny I am. I ran off all my fat looking for my babies. But I know a place where you can find something good and fat.”Wolf backed off and listened to Fox.“There is a well near here. In the bottom of it is a big round piece of meat. You can get it instead of eating me. Shall we go?”The wolf trotted off after the fox, making sure that she could not run away. They came upon a well.“See for yourself, what a fat juicy piece of meat is at the bottom of this well. I wanted to get it for my babies. But you can have it.”Inside the well was a delicious looking yellow round piece of meat. Above the well, the moon shone bright and clear. The wolf leaned over the well wondering how to get the piece of meat. The fox jumped up quickly and pushed the wolf down into the deep well.“ I’m a sly old mother Fox!” Fox said to herself.Afterwards, the teacher will call each row to deliver the lines of the characters of the story listened to with appropriate facial expressions. Then, the teacher will call some of pupils individually in front of the class to deliver the lines with appropriate facial expressions.“Don’t move! I’m going to eat you this minute.”“I have to use my wits instead of my legs”“I could have been a good dinner for you last year. I was then very fat and plump. But I had three babies then. Now I’m slim and not delicious”.How did facial expressions affect in saying these lines of the characters of the story you listened to? (Facial expressions make the story more realistic and emotional)Answer the comprehension questions based on the story heard.Who were the characters of the story?Where did the story happen?What did the fox do to be not eaten for dinner by the wolf?Why did the wolf not eat the fox?What was at the bottom of the well that looked delicious and good?Ask: What did you do to answer all the given questions? (Listened to the story and remembered the details)Guided Practice Refer to LM, Try and LearnIndependent PracticeRefer to LM, Do and LearnClosure/AssessmentNoting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.Use of appropriate facial expressions in delivering the lines of the characters in the story helps in making the story more realistic, creative and emotional. The listeners feel more excited to know what will happen next and they become more imaginative.EvaluationListen to the story to be read by the teacher. Then answer the questions that follow.Aurea is in a hurry preparing to go to school. She didn’t wake up early because she watched her favorite late night show. She opened her purse and said, “My allowance is not enough for the remaining three days before my next allowance” she felt so worried. It is because she is fond of buying bracelets and necklaces.Questions:1. Who is the main character of the story?2. Draw the appropriate facial expression related to this line of Aurea “My allowance is not enough for the remaining three days before my next allowance”.AssignmentMake a comic strip of the story “The Sly Fox”Day 2 Objectives:Infer the meaning of unfamiliar compound words based on given context clues, synonyms and antonyms.Appreciate experiences in life.Write meaningful sentences using compound words.Subject MatterTopic:Inferring Meaning of Unfamiliar Compound Words Based on Context Clues, Synonyms and Antonyms.References:EN5V-Ia-12 and 13Lesson Guides in Elem Eng. 5(Ateneo) p.103 paragraphactivity sheetspicturesProcedureSetting the StageHave you experienced riding a bus?Did you experience witnessing a commotion on your community?What did you feel?Explaining the Students What to DoSay: We are going to read a short paragraph about Mark’s experiences on his way home. In here, you are going to learn some compound words. And later on, we are going to infer meanings of unfamiliar compound words based on given context clues, synonyms and pound words are words that are combined together to form new words and new meanings. Context clues are the parts of sentence or paragraph that comes before or after the unfamiliar words.Synonyms are words with similar meanings while antonyms are those words with opposite meanings. Modeling for the StudentsThe class will read the paragraph.Mark slung his backpack over his shoulder and ran. The bus company had just introduced a new bus route. Over the cliffs in the distance, Mark could see the sea sparkling. With a smile, he paid for his ticket and sat down. On the drivers lap there was a newspaper with a bold headline reading ‘Burglar Caught’. At the back of the bus, a commotion started up with two teenage boys arguing. Over the bridge, the bus traveled on until it pulled up at Mark’s stop. Below the deep water in the canal, fish swam in the murky depths. Turning down a side alley, Mark reached his front door and took out his key. From the back lawn the dog was barking a welcome, and Mark was very glad to be home at last.Read the following words:AB Cbackpackfront door mother-in-lawnewspaperback lawn editor-in-chiefHow many words were combined to form new word and new meaning?What do you call the words with two or more words that are combined together to form a new word and new meaning?How do compound words in column A written? In column B? in column C?Say: Infer the meaning of the underlined compound words in the following sentences.The sky was overcast, rain was expected because it was cloudy afternoon.-. What word in the sentence hint the meaning of the unfamiliar word? (cloudy)`This is an example of context clue.Encircle the synonym of the underlined compound word.I have read the foreword of the book “Mother’s Wit”.( conclusion, introduction, content)Foreword and conclusion are synonyms, they have the same meaning.Box the word that has opposite meaning of the underlined compound word.His statement was an example of falsehood. ( truth, lies, rumor)Falsehood and truth are antonyms, they have opposite meaning.Guided PracticeThe class will be divided into 4 for a group activity. Gr. 1- Infer meaning of compound words through context cluesGr. 2- Infer meaning of compound words through synonymsGr.3- Infer meaning of compound words through antonymsIndependent PracticeFor Exercise 1 refer to LM, Do and LearnFor Exercise 2 refer to LM, Learn Some MoreClosure/ AssessmentCompound words come from two or more words that are combined together to form a new word and a new meaning.Context clues hint the parts of a sentence or paragraph that come before or after the unfamiliar word.Synonyms are words with similar meanings.Antonyms are words with opposite meanings.EvaluationInfer the meaning of the compound word in each sentence. Encircle the letter of the correct answer. My mother and I cross at the overpass. The underlined compound word is synonymous to ____________.footbridgeb. hall wayc. roadThe keywords must be in uppercase because it is easier to emphasize if they are written in capital letters. What words in the sentence hint the meaning of the word uppercase?capital lettersb. keywordsc. emphasizeManny Pacquiao experienced being knocked-out in his fights. ___________ has opposite meaning with the word knocked-out.cheatedb. defeatedc. revivedAssignmentUsing your own understanding of the words, define the following words and compound words. Use the compound words in meaningful sentences.boxing-_____________________________________________ring-_______________________________________________boxing ring- _________________________________________Sentence:___________________________________________finger-______________________________________________print-_______________________________________________finger print-__________________________________________Sentence:___________________________________________Day 3ObjectivesCompose clear and coherent sentences using appropriate grammatical structures- aspects of verbs.Infer the meaning of unfamiliar compound words based on word parts.Appreciate the beauty of the environmentSubject MatterTopic:Aspects of VerbsInferring Meaning of Compound Words Based on Word PartsReferences:EN5-Ia-12 and 13EN5G-Ia-3.3, pictures, metacardsProcedureSetting the StageThe teacher will show pictures of trees, flowers, birds, riversAsk: Do you take care of our environment? What activity do you usually do to take care of our environment?Explaining the Students What to DoSay: You have learned that verbs are action words. Today, you will be learning different aspects of verbs. Before proceeding to the topic of the day let us first have a drill. Modeling for StudentsRead and analyze the following words.6699253111500 Apostdatepost(after) + date= after the dat supernaturalsuper(more than) + natural= more than the natural - ex- president ex( former)+ president= former president nonsensenon(without) + sense= without sense multitask multi(many) + task= many task67119510223500 Bcolorlesscolor+ less(without)= without colorcheerfulcheer+ ful (full of)= full of cheerbreakablebreak + able (having the quality= having the quality to break adulthoodadult+ hood(state/condition of being)= state ofbeing adultIn what part of the words in set A do the syllables added? (at the beginning)-Syllables added at the beginning of a word are called prefixes. In what part of the words in set B do the syllables added? (at the last part)-Syllables added at the last part of the word are called suffixes. Say: Prefixes and suffixes change the meaning of words.32448501727200052070018097500Study the following sentences.The president continues The teachers continue to to motivate people to take motivate pupils to take care of care of the environment. the environment.AB6731001282700035471102159000 He continued workingThey will continuewith the group his father to inspire people of allfounded since 2002.ages. CDLook at the sentences in tree A and B. When are you going to add –s or –es in your verb?Look at the sentence in tree C. What will be added to a regular verb when the action was done already? How about in irregular verb?Look at tree D. What modal will be added to the base form of the verb to express futurity?Guided PracticeThe class will be divided into 5 and play a game called “E-Raffle” .Each group will be receiving metacards to write their answer. As the raffle goes, there are verbs to be flashed with corresponding tense of verb. Each group will compose clear and coherent sentences using the verb in the tense asked. 2 minutes will be used to answer each item.1st word: play tense: future2nd word: cooktense: past3rd word: runtense: future4th word: usetense: present5th word: seetense: pastIndependent PracticeExercise 1The following sentences are written in past tense. Rewrite them in present and future tense on the lines below.The rain fell on the green valley.Present tense:_____________________________________________________Future tense:______________________________________________________b. Jane borrowed Richard’s eraser.Present tense:_____________________________________________________Future tense:______________________________________________________c. The shark swam through the ocean.Present tense:____________________________________________________Future tense:_____________________________________________________Exercise 2Compose sentences using the given sets of words. Refer to the word enclosed in the parentheses to know the tense of the verb to be used in each item.Ex: Carlito, swim, beach, (present)Carlito swims at the beach.Angel, read, pocketbook, (future)____________________________________________Pila, celebrate, Pailah Festival, last year (past)____________________________________________Farmers, plant, rice, ( present)____________________________________________Closure/ AssessmentVerbs are action words.There are three aspects of verbs.If the action is being done in the present time, the verb is in present tense. If the action is done already in the past time, the verb is in past tense. If the action is to be done in future time , the verb is in future tense.Day 4ObjectivesPlan a two to three- paragraph composition using an outline/other graphic organizersObserve politeness at all times.Show respect to othersSubject MatterTopic:Planning a Two to Three Paragraph Composition Using an Outline/Other Graphic OrganizersReferences:EN5WC- Ia- 1.1.6.1EN5A-Ia-16Lesson Guides in Elementary English 6 p.2Materials:Pictures, laptop, graphic organizers, outline ProceduresSetting the Stage45720063500 Who is in the picture?What makes him so popular around the world?What characteristic of a Filipino does he signify?As a Filipino, how do you show respect to others? To God? (Graphic organizer will be used to elicit answers)Explaining the Students What to DoYesterday, you have learned about the aspects of verbs and you were able to compose clear and coherent sentences using verbs in different aspects.Today, we are going to write paragraphs based on outline/ other graphic organizers.Modeling for Students Analyze the following graphic organizer. Answer the questions that follow.1751330511175003527425453390002286000-43180002346325-517525Filipino00Filipino2687320-46863000-449580-46672500Based on the Semantic web, who is a respectful person and a God-loving person?How do Filipinos show respect to others?How do Filipinos show love to God?Say: Now, let us plan a two-paragraph composition using the details of the semantic web.A Filipino is a respectful person. He calls older brother “kuya” and older sister “ate”. He kisses the hands of his parents and grandparents. He is always using “po” and “opo”. He shows de respect to parents, elders and people in authority. A Filipino is also a God-loving person. He believes in one God. He patterns his life the way God wants it. He loves his neighbors. And most of all, he prays not only for himself.Guided PracticeUsing the details of the semantic web, plan a two-paragraph composition.231902062865Fresh gardens00Fresh gardens9144001130300068643564135Magnificent00Magnificent4098925122555Famous00Famous2414270-635Magnificent00MagnificentIndependent PracticeThe outline contains a personality of a Filipino. Write a two- paragraphcomposition using the following details.The Filipinos are humane and concern to his fellowmen.Cares for himself and to his fellowmenThoughtful, loving, understanding, helpful, friendly and charitableReady to give a helping hand when neededReady to share laughter to cheer up those who are lonelyClosure/ AssessmentThe clustering graphic organizer shows and separates the developed ideas from other ideas.The use of graphic organizers and outlines provides the organization of ideas easy to understand and makes learning more enjoyable.Day 5ObjectivesDescribe different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set up)Observe politeness at all timesSubject MatterTopic:Forms and Conventions of Films and Moving PicturesReferences:EN5A-Ia-5.1, laptop, projectorProcedure:Setting the StageAsk:Are you fond of watching films?What kind of film do you like?What things do you notice when the film is already playing?Explaining the Students What to DoSay: Today, we are going to watch a video. But before we proceed, let us take notes and analyze the different forms and conventions of the film.Modeling for StudentsRead and analyze the following terms:Setting - can be used for a number of purposes It might be used for:Realism - (Time and place of setting is made known)Atmosphere - (Reinforce desired mood) E.g. Horror moviesSymbolism - (Can be conveyed through setting) E.g. a storm can represent inner turmoilCharacterization – a narrative might useSympathetic characters- With whom the audience strongly identifies with. They may share qualities and values.Unsympathetic Characters- Audience dislikes. May increase sympathy to main character.Performance - This will also affect the way an audience responds. Elements of performance include facial expressions, body language and delivery of lines.Props, Sets and Locations - can influence our interpretation of character as contribute to the atmosphere of the film.Camera Work/blocking - Frequent use of close-ups can encourage the audience to identify with a character.Wide shots can emphasize the beauty of a scene or give a sense of emptiness.Different angles can make characters appear powerful and threatening or weak and frightened.Lighting - Soft and harsh lighting can manipulate a viewer's attitude towards a setting or a character. The way light is used can make objects, people and environments look beautiful or ugly, soft or harsh, artificial or real. Light may be used expressively or realistically.Backlighting. A romantic heroine is often backlit to create a halo effect on her hair. Guided PracticeWith the aid of the teacher, the class will view the video “Stellar Moves: The Story of Pluto”. The students will take note of the different forms and conventions of the film.Independent PracticeRefer to LM, Do and LearnClosure/ AssessmentThere are different forms and conventions of the film. These are setting, characterization, plot, performance, costuming, props, set and location, camera work, lighting, sound and editing ................
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